Teacher-directed Learning Research Articles

A model for flipping electrical engineering with e-learning using a multidimensional approach

This paper proposes a model for supporting electrical engineering with e-learning. The model development is based on survey data collected from representative teachers and students studying in higher education institutions in Turkey. To develop the model, the study investigated the attitudes of the representative key stakeholders in the relevant higher education institutions towards e-learning by administrating questionnaires and interviews with teachers and students. The responses of the teachers and students were then compared. Based on the results, a model was proposed with a multidimensional approach to e-learning. The model ips electrical engineering to make sure that the students review, discuss, and explore course content before and after class. The proposed model encourages students to start with e-learning, to continue with the face-to-face learning setting on campus, and then to come back to e- learning for evaluating their learning in the classroom. Using this model, students can study at home and assess their learning before and after their attendance to campus lectures and enhance their learning with various types of learning, namely self-directed learning, self-assessment, teacher-directed learning, teacher assessment, computer-directe learning, and computer assessment. Similarly, model evaluation was conducted at the relevant higher education institutions. To evaluate the applicability of the model, a case-control study was conducted to determine whether the model had the intended effect on the participating students of the relevant institutions. As a result of the case-control study, the effects of e-learning, blended learning, and traditional learning were veried by teaching the use of MATLAB software. The overall scores indicated that e-learning and blended learning were more effective as compared to traditional learning. The results of our study indicated that the knowledge increase in e-learners seemed to be gradual because they tended to study daily by completing each activity on time.

Who's the Teacher? Who's the Learner? Professional Growth and Development of a Novice Teacher in Hong Kong

This study highlights the importance of mentorship focused on reflective practice during preservice teacher education and early years of teaching. Thoughtful reflection about teaching practices during early years of teaching is critical in preparing teachers for a child-centered curriculum. To successfully distinguish between teacher-directed and child-centered learning experiences, novice teachers require adequate understanding of child development and observations that inform planning and classroom teaching practices. This article discusses an early childhood teacher education program in Hong Kong in light of the need to broaden the scope of inquiry-based, reflective practice in ongoing teacher professional development. The author provides recommendations for successful mentorship programs and collaborations between educator preparation programs and schools.

Using Video Recordings to Facilitate Student Development of Oral Presentation Skills

Using Video Recordings to Facilitate Student Development of Oral Presentation Skills

Robust moving shadow detection with hierarchical mixture of MLP experts

Detection and elimination of the shadows of moving objects in video sequences have been one of the major challenges in tracking applications. Since moving shadows cannot be removed from foreground by motion-based background subtraction methods, they lead to confusion and error in moving object tracking. In this paper, a novel classification method based on hierarchical mixture of experts learning for detecting shadows from foreground is proposed. A hierarchical mixture of MLP experts method (HMME) with semi-supervised teacher-directed learning (SSP-HMME) is used. It contains a two-level mixture of experts (ME) system. The main superiority of this method is that it is more robust than state-of-the-art methods in all types of indoor and outdoor environments. The robustness is against the number of light sources, illumination conditions, surface orientations, object sizes, etc., and it is estimated using accuracy rates. The video set has been collected from 7 different datasets. The results of experiments in outdoor and indoor environments show the validity of the method in the improvement on the accuracy of both detection and discrimination rate for moving shadows in video sequences. The results of the experiments show the accuracy rate of 89 % in average in different indoor and outdoor environmental conditions that is about 6 % better than current state-of-the-art methods.

Early Childhood Teachers' Curriculum Beliefs: Are They Consistent With Observed Classroom Practices?

Research Findings: This study examined the consistency between early childhood teachers' self-reported curriculum beliefs and observations of their actual interactive behaviors with children in classrooms. Also tested was the hypothesized moderation by teacher and classroom characteristics of the association between beliefs and practices. A total of 58 preschool teachers completed a survey describing their professional backgrounds and curriculum beliefs. Their classroom practices were observed using a newly developed instrument that documented teacher interactions with children. Most teachers in this sample strongly endorsed child-initiated learning beliefs, although their beliefs about teacher-directed learning varied considerably. The most frequently observed teacher behaviors in the classroom were giving directions to children, responding to children's initiations, and engaging in non-interactive classroom management activities. Overall, teachers' curriculum beliefs and observed classroom practices were weakly correlated. However, there were moderation effects. Stronger congruence between teacher-directed learning beliefs and observed teaching behaviors was found among teachers who had more professional training and more years of teaching experience. Practice or Policy: These results support the importance of early childhood teacher professional development. They suggest that teacher preparation and professional development programs should focus on the intellectual transformation between teacher knowledge and teacher practice, promoting both aspects of development.

WebQuests and collaborative learning in teacher preparation: a Singapore study

This research project aimed to introduce WebQuests to train special education preservice teachers in Singapore. The following research questions were posed: (1) Does the use of WebQuests in teacher preparation promote special education teacher understanding on Universal Design for Learning in accommodating students with diverse learning needs? (2) Are WebQuests useful tools that can enhance teacher’s higher-order thinking, engagement, creativity, and collaborative learning skills? (3) Does the use of WebQuests in teacher preparation foster stronger desires for teachers to integrate Information and Communication Technology in teaching and learning? Seventy-five preservice special education teachers responded to a survey questionnaire after experiencing WebQuest developed by the course instructor in teacher preparation program in Singapore. The majority of teachers indicated strong preference for WebQuest activities over traditional teacher-directed learning methods.

Using Webquest As A Universal Design For Learning Tool To Enhance Teaching And Learning In Teacher Preparation Programs

Developed by Dodge (1995), WebQuest is an inquiry-based teaching tool, in which students of all ages and levels participate in an authentic task that use pre-designed, pre-defined internet resources, though other print resources can also be used. Learners will put the focus on gathering, summarizing, synthesizing, and evaluating the information within clearly defined parameters in order to accomplish an authentic task set by the instructor. WebQuest takes a problem-solving approach and exhibits a clear structure that guides the learning processes and interactions (Dodge, 2001), and can be used for different subject areas across age levels, from young children to adult learners (Ezell, Klein, Hines, & Hall, 2003). In teacher preparation, research has shown that WebQuest enhanced problem-solving skills, higher order thinking, motivation, creativity, critical thinking, active learning, connection to authentic contexts (Abu-Elwan, 2007; Allan & Street, 2007; Lim & Hernandez, 2007) and assisted in bridging the theory to practice gap (Lim & Hernandez, 2007). It should be noted that most studies were conducted on the subject areas of Math, literacy, or science. In Singapore context, many local teachers still havent heard of WebQuest and learned about using WebQuest in their teaching. Further, few research studies have focused on establishing WebQuest as an evidence-based practice in enhancing teaching and learning or a pedagogy promoting Universal Design for Learning and inquiry based learning. This research project intends to introduce WebQuest, to be modelled and integrated in a course training special education pre-service teachers (allied educators) in Singapore. Specifically, the following research questions were posed: (1) Does the use of WebQuest in teacher preparation promote special education teachers understanding on Universal Design for Learning (UDL) in accommodating students with diverse learning needs? (2) Does WebQuest a useful tool to enhance teachers higher order thinking, engagement, creativity, and collaborative learning skills? (3) Does the use of WebQuest in teacher preparation foster stronger desires for teachers to integrate ICT in teaching and learn more about WebQuest? Forty one teacher responded to a survey questionnaire after experiencing WebQuest developed by the course instructor in teacher preparation program. Teachers also learned about WebQuest as an Universal Design for Learning tool for students with diverse learning needs. The majoirty of teachers indicated strong favors over WebQuest activities over traditional teacher-directed learning methods. All participants found WebQuest helpful in accommodating individual differences and learning styles (Agree: 68.3%; Strongly agree: 31.7%). Forty teachers (N=41) reflected that they used more critical thinking and problem solving skills when they engaged in the WebQuest activities developed by the instructor (39% strongly agree and 56.1% agree). Thirty nine teachers agreed that they were required to use more creativity when they engaged in the WebQuest activities (24.4% of teachers stronly agree and 68.3% agree). The majority of teachers (26.8% strongly agree and 68.3% agree) felt that they know more about ways to incorporate technology for teaching and learning after experiencing WebQuest in this class. They also indicated that they would like to use more technology and web resources in teaching in the future after learning about WebQuest (41.5% strongly agree and 53.7% agree).

Taking active learning into the primary school: a matter of new practices?

This paper examines the extension of active learning pedagogical practices familiar in preschool settings to the first class of primary school. Policy and practice guidance in the UK is advocating the benefits of experiential learning as a way of engaging young children as they move into primary school but for teachers this means a move to new practices which can be in tension with other expectations. In this paper, the rationale for active learning is considered along with an account of the classroom activities of teachers and children in five primary schools that were implementing the policy shift to active learning. The children in these classes spent varying amounts of time in whole class activities led by the teacher or in small groups directed to engage with specific activities. They had opportunities to engage and respond verbally, through manipulating objects and with physical actions but the emphasis was on planned, teacher-directed learning activities. The characteristics of active learning as introduced in these innovative classes are compared with the expectations of practice guidance and theorising about early learning.

Reflections on teacher-directed teaching and learning: From the perspectives of both teachers’ and children’s lives

Reflections on teacher-directed teaching and learning: From the perspectives of both teachers’ and children’s lives

Typology of emotional and behavioral adjustment for low-income children: A child-centered approach

An empirical typology of classroom emotional and behavioral adjustment was developed for preschool children living in urban poverty. Multistage hierarchical cluster analyses were applied to identify six distinct and reliable subtypes of classroom adjustment, differentiated by high and low levels of behavioral (aggressive, inattentive, oppositional, withdrawn/low energy, socially reticent) and situational adjustment (structured learning, peer interactions, and teacher interactions). Differences among profile types were found across child age, special needs status, and peer social and classroom learning outcomes. Patterns of overactive behavior with problems in socially-mediated learning situations predicted peer disruption. Patterns of withdrawn behavior, and problems in socially-mediated and teacher-directed learning situations predicted peer disconnection and poor learning outcomes. More resilient patterns were associated with older age, lower percentage of special needs, and higher readiness outcomes. Implications of the findings to extend prior research and to inform strategic early identification and mental health intervention are discussed.

Improving mixture of experts for view-independent face recognition using teacher-directed learning

In this paper we develop a new learning method, called teacher-directed learning (TDL), for mixture of experts (ME) to perform view-independent face recognition. In the basic form of ME the problem space is automatically divided into several subspaces for the experts, and the outputs of experts are combined by a gating network. In our proposed method, the ME is directed to adapt to a particular partitioning corresponding to predetermined views. To do this, we apply a new learning method to ME, called TDL, in a way that according to the pose of the input training sample, only the weights of the corresponding experts are updated. We apply TDL to MEs, composed of MLP experts and a radial basis function gating network, with different representation schemes: global, single-view and overlapping eigenspace. We test them with previously intermediate unseen views of faces. The experimental results support our claim that directing the experts to a predetermined partitioning of the face space improves the performance of the conventional ME for view-independent face recognition. Comparison with some of the most related methods indicates that the proposed model yields excellent recognition rate in view-independent face recognition.

Perspective: Electronic Systems of Knowledge in the World of Virtual Microscopy

Across a broad range of medical disciplines, learning how to use an optical or light microscope has been a mandatory inclusion in the undergraduate curriculum. The development of virtual microscopy (VM) technology during the past 10 years has called into question the use of the optical microscope in educational contexts. VM allows slide specimens to be digitized, which, in turn, allows the computer to mimic the workings of the light microscope. This move from analog technology (the light microscope) to digital technology (the computer as microscope) is part of the many significant changes going on in education, a singular manifestation of the broader move from print-literate traditions of knowledge (requiring literacy) to an electronics-literate, or "electrate," mode (requiring "electracy"). VM is here used as an exemplar of this broad transition from literacy to electracy, some components of which include data deluge, a multimodal structure, and modularity. Understandably, this transition is important to clarify educationally, especially in a global context mediated via digital means. A related aspect of these educational changes is the move from teacher-directed learning to student-centered learning, or "user-led education," which points to a redefinition of "pedagogy" as "andragogy." The dissemination of the specific value of VM, then, is critical to both learners and teachers and to a more coherent understanding of electracy. A practical consequence of this clarity might be a better application of this knowledge in the evolving fields of computer simulation and telemedicine, areas in which today's medical students will need future expertise.

Teacher-directed learning in view-independent face recognition with mixture of experts using overlapping eigenspaces

A model for view-independent face recognition, based on Mixture of Experts, ME, is presented. In the basic form of ME the problem space is automatically divided into several subspaces for the experts, and the outputs of experts are combined by a gating network. In our proposed model, the ME is directed to adapt to a particular partitioning corresponding to predetermined views. To force an expert towards a particular partitioning corresponding to predetermined views, a new representation scheme, overlapping eigenspaces, is introduced, that provides each expert with an eigenspace computed from the faces in the corresponding neighboring views. Furthermore, we use teacher-directed learning, TDL, in a way that according to the pose of the input training sample, only the weights of the corresponding experts are updated. The experimental results support our claim that directing the experts to a predetermined partitioning of the face space improves the performance of the conventional ME for view-independent face recognition. Comparison with some of the most related methods indicates that the proposed model yields excellent recognition rate in view-independent face recognition.

Exploring Learning Style Preferences of Chinese Postgraduate Students in Australian Transnational Programs

In recent years there has been a rapid increase in the number of Chinese international students on Australian university campuses and in offshore programs. Therefore there is a need to seek a better understanding of their learning styles in order to cater to their needs and support their transition to new academic environments. This study explores the learning style preferences reported by two groups of Chinese students enrolled in two Australian offshore Masters courses. Using the pre- and post-questionnaire method, this study examined the students’ self-reported learning style preferences after exposure to Western pedagogical practices. The study revealed limited changes in the students’ self-reported learning style preferences after one intensive teaching week. Comparison of the responses was made between the two groups located in different regions in China. The findings contradict the assumption that Chinese learners from different places have homogeneous approaches to learning. The study also critically examined the widely held view that Chinese learners prefer passive and teacher-directed learning. Australian academics should consider international students’ learning style preferences and adapt their pedagogical practices to students’ needs.

Teacher-directed learning in view-independent face recognition with mixture of experts using single-view eigenspaces

Abstract We propose a new model for view-independent face recognition by multiview approach. We use the so-called “mixture of experts”, ME, in which, the problem space is divided into several subspaces for the experts, and the outputs of experts are combined by a gating network. In our model, instead of leaving the ME to partition the face space automatically, the ME is directed to adapt to a particular partitioning corresponding to predetermined views. To force an expert towards a specific view of face, in the representation layer, we provide each expert with its own eigenspace computed from the faces in the corresponding view. Furthermore, we use teacher-directed learning, TDL, in a way that according to the pose of the input training sample, only the weights of the corresponding expert are updated. The experimental results support our claim that directing the experts to a predetermined partitioning of face space improves the performance of the conventional ME for view-independent face recognition. In particular, for 1200 images of unseen intermediate views of faces from 20 subjects, the ME with single-view eigenspaces yields the average recognition rate of 80.51% in 10 trials, which is noticeably increased to 90.29% by applying the TDL method.

Revival of the case method: a way to retain student-centred learning in a post-PBL era

Background: In current renewal of medical education, problem-based learning (PBL) is the predominant approach. PBL is afflicted with limitations, which cause uncertainness about its future. A profoundly different approach is the case method, developed a century ago and today attracting much less interest in developmental work than PBL.Aim: To compare the characteristics of PBL and the case method and ask the question of whether the case method may serve as an alternative approach to student-centred learning.Method: The comparison was literature-based.Results: PBL implicates fostering of self-directed learning and its prospects deal with depth and retention of knowledge and clinical reasoning skills. Problems are used to define learning goals and to stimulate students’ interest in various aspects of an item, rather than just for problem-solving. In the small-group tutorials of a PBL curriculum, the teacher is assigned to facilitate the process of self-directed learning and needs not necessarily be a subject-matter expert. In spite of its exciting philosophy and an increased input of students’ and teachers’ time, the superiority of PBL as a mode of learning has not been convincingly demonstrated, either in terms of acquisition of knowledge or in clinical performance. Moreover, dysfunction is a well-recognized phenomenon. In some PBL tutorials, indifference towards the group discussion is encountered, including individual quietness or dominant behaviour and incomplete attendance. To cope with dysfunctional problems, efforts are recommended aiming to increase PBL tutors’ and students’ understanding of the group process. As opposed to PBL, the case method relies strongly on teacher-directed learning. Students are placed in a dilemma or a problem to be solved. After preparatory work, they meet for a discussion, lead by a subject-matter expert, who preferably has experienced the case in reality. As a chairperson, the teacher is supposed to stimulate the discussion and detect gaps and misunderstandings. Due to its teacher-dependent approach to learning, the case method is less susceptible to group dysfunction. The case method is also less resource consuming, primarily because it can be practised in groups several times larger than those of PBL.Conclusion: A revival of the case method seems warranted as an alternative means of interactive learning, which is simpler, easier to realize and less time-consuming with regard to both institutions and students.

Classroom discourse in problem-based learning classrooms in the health sciences

Classroom discourse analysis has contributed to understandings of the nature of student-teacher interactions, and how learning takes place in the classroom; however, much of this work has been undertaken in teacher-directed learning contexts. Student-centred classrooms such as problem-based learning (PBL) approaches are increasingly common in professional disciplines such as the health sciences and medicine. With the globalisation of education, health science and medical education, PBL classrooms are often sites of considerable linguistic and cultural diversity, yet little is known from a classroom discourse perspective about the language demands of PBL. This paper examines the ways in which the students and tutor negotiate and construct meanings through language in one first year physiotherapy PBL tutorial at an Australian university, with a particular focus on the ways in which the discourse is regulated in a student-centred learning environment. The analysis of the classroom discourse is underpinned by Halliday’s systemic functional linguistics. The findings provide a description of the linguistic resources students draw on to co-construct and negotiate knowledge, as well as show how the tutor, with minimal strategic interventions, scaffolds the students’ learning. The findings also suggest that the PBL environment can be a challenging one for students whose cultural and language backgrounds are different from that of the classroom.

Classroom discourse in problem-based learning classrooms in the health sciences

Classroom discourse analysis has contributed to understandings of the nature of student-teacher interactions, and how learning takes place in the classroom; however, much of this work has been undertaken in teacher-directed learning contexts. Student-centred classrooms such as problem-based learning (PBL) approaches are increasingly common in professional disciplines such as the health sciences and medicine. With the globalisation of education, health science and medical education, PBL classrooms are often sites of considerable linguistic and cultural diversity, yet little is known from a classroom discourse perspective about the language demands of PBL. This paper examines the ways in which the students and tutor negotiate and construct meanings through language in one first year physiotherapy PBL tutorial at an Australian university, with a particular focus on the ways in which the discourse is regulated in a student-centred learning environment. The analysis of the classroom discourse is underpinned by Halliday’s systemic functional linguistics. The findings provide a description of the linguistic resources students draw on to co-construct and negotiate knowledge, as well as show how the tutor, with minimal strategic interventions, scaffolds the students’ learning. The findings also suggest that the PBL environment can be a challenging one for students whose cultural and language backgrounds are different from that of the classroom.

Using Collaborative Assessment to Examine the Relationship between Self-Reported Beliefs and the Documentable Practices of Preschool Teachers

A team of researchers used a collaborative assessment protocol to compare the self-reported teaching beliefs of a convenience sample of preschool teachers (N = 57) to their documentable practices (i.e., practices that could be observed, recorded, and categorized using a deductive strategy). Data were examined from survey instruments, detailed classroom observations and time-sampling, curriculum materials, and program artifacts. Results indicated that when child-directed choice/play time, emergent literacy and language development activities were emphasized, teachers self-reported beliefs were more strongly aligned with developmentally appropriate practice (DAP) as a philosophy of practice. When consistent routines, organized classrooms, preplanned curriculum, and teacher-directed learning were the dominant behaviors, the teachers were found to report more “traditional” or academic-oriented beliefs.

No Body, Never Mind

No Body, Never Mind